Programming assessments in Scratch, Scratch-Kibotics and Python-Kibotics for Computational Thinking in Secondary Education

Abstract

This dataset contains three equivalent programming assessments designed to evaluate computational thinking and programming skills in secondary education students (approximately 14 years old).

The assessments were implemented under three experimental conditions: Scratch (block-based programming), Scratch-Kibotics (block-based programming in a robotics simulation environment), and Python-Kibotics (text-based programming in a robotics simulation environment).

All three exams share the same structure and learning objectives, including conceptual understanding, algorithmic sequencing, control flow, conditional logic, problem-solving, and sensor interaction. The final tasks require students to solve navigation and obstacle avoidance problems in simulated environments.

The materials were used as part of a quasi-experimental study aimed at analyzing the impact of different programming environments on the development of computational thinking skills.

All assessments were designed to be equivalent in terms of structure, difficulty, and evaluated skills. Differences between versions are limited to the programming interface and syntax.